Read The Case Study To Inform The Assignment - Fiona

Read The Case Study To Inform The Assignmentcase Study Fionagrade 9

Read the case study to inform the assignment. Case Study: Fiona Grade: 9th Age: 14 It is the beginning of the second semester, and Fiona is having a great deal of difficulty in her mainstream algebra class. Prior to this year, she was receiving instruction in the resource setting. At her eighth grade transition IEP meeting, her parents expressed their wishes that Fiona be in the mainstream algebra class, despite her special education teacher explaining that low reading comprehension negatively affects the understanding of math concepts. Fiona understands basic concepts of algebra but has not mastered the skills needed to move to the higher-level concepts her class is now working on.

Currently, her math performance has been measured two years below grade level and her reading performance one year below grade level. Fiona’s general education math teacher has spoken with her parents about the possible need for additional support, and her parents have agreed to help at home, as they do not want her being pulled out for resource at this time. The following goals have been identified by the special education teacher collaborating with the general education math teacher for Fiona: Simplify addition, subtraction, multiplication, and division equations [e.g., (2x + 6) + (4x + 7) = 6x + 13]. Solve expressions with variables (e.g., 3x = -24). Write and solve the algebraic equation in a real-life word problem.

Part 1: Strategies

As the special education teacher, select two researched-based instructional strategies that could be used to help Fiona meet her identified goals. Instructional strategies should include: Explicitly teaching related vocabulary, The use of concrete-representational-abstract strategies, Graphic organizers, Mnemonic devices, The use of assistive technology.

In words, summarize the recommended instructional strategies, rationalizing their appropriateness for Fiona’s goals and ability to help motivate Fiona to meet her goals. Include specific tips for implementation.

Part 2: 3 Day Unit Plan

Design a comprehensive mathematics unit plan based on the goals identified for Fiona. Outline three sequenced lesson plans, using the “3 Day Unit Plan Template.” Your unit plan must include: Appropriate augmentative and alternative communication systems and assistive technology to make the lesson content more accessible. Integration of both formative and summative assessments to demonstrate mastery and support the generalization of learning for the student. Integration of an appropriate ELA writing standard related to Fiona’s third identified goal.

Part 3: Home Connection

In words, explain how you plan to involve Fiona’s parents in meeting her goals. Include a specific at-home activity to help in her continued success.

Paper For Above instruction

Introduction

The educational success of students with learning disabilities hinges significantly on tailored instructional strategies, well-structured lesson plans, and active family involvement. For Fiona, a ninth-grade student struggling with algebra owing to her reading comprehension challenges, implementing evidence-based teaching approaches and fostering her home environment are essential for her academic growth. This paper discusses two researched-based instructional strategies suitable for Fiona, designs a three-day mathematics unit plan accommodating her specific needs, and explores strategies for engaging her parents to support her learning journey.

Part 1: Instructional Strategies

To support Fiona in achieving her algebra learning goals, two effective instructional strategies are recommended: Concrete-Representational-Abstract (CRA) instruction and explicit vocabulary teaching.

The CRA approach involves progressing through three stages—using physical manipulatives (concrete), visual representations (representational), and abstract symbols (abstract)—to enhance comprehension of algebraic concepts (Kebel & Russell, 2009). This method is particularly beneficial for Fiona because it bridges her low reading level with her understanding of complex math ideas, providing tactile and visual scaffolds that promote concept internalization. Implementation tips include using manipulatives like algebra tiles to represent equations physically, then transitioning to visual diagrams, and finally integrating algebraic symbols and expressions.

Explicit vocabulary instruction is vital for Fiona since misunderstandings of key algebraic terms hinder her progress (Baumann et al., 2014). Teaching related vocabulary such as ‘variable,’ ‘expression,’ ‘equation,’ and ‘solve’ through direct definitions, multiple examples, and context-rich activities helps solidify her understanding. Incorporating visual aids, word maps, and vocabulary games can motivate Fiona and reinforce retention. Regularly reviewing these terms during lessons ensures sustained comprehension and confidence.

Part 2: Three-Day Unit Plan

The unit plan aims to introduce and reinforce algebraic simplification and solving equations aligned with Fiona's goals over three sequential lessons, each with specific objectives, assessments, assistive tools, and language integration.

Day 1: Understanding Algebraic Expressions

• Objectives: Identify and simplify algebraic expressions using concrete manipulatives and visual aids.
• Materials: Algebra tiles, visual representation charts, assistive technology such as speech-to-text software.
• Activities: Introduce vocabulary visually and verbally; use algebra tiles to model expressions; practice simplifying expressions individually and collaboratively.
• Assessment: Formative assessment through observation and a quick quiz using speech recognition tools.
• ELPS Integration: Use sentence frames to support written explanations, aligning with ELA standards on explaining mathematical reasoning.

Day 2: Solving Equations with Variables

• Objectives: Solve one-step equations involving addition, subtraction, multiplication, or division.
• Materials: Step-by-step problem worksheets, assistive technology (e.g., calculator, speech recognition), graphic organizers.
• Activities: Explicitly model solving methods; utilize graphic organizers to chart steps; allow Fiona to practice using assistive tech; discuss real-life contexts for equations.
• Assessment: Formative via teacher check-ins and a practical problem-solving task.
• ELPS Integration: Practice writing explanations of solving steps, linked to writing standards for elucidating mathematical processes.

Day 3: Application through Word Problems

• Objectives: Write and solve algebraic equations based on real-life scenarios.
• Materials: Scenario prompts, assistive tools for writing, visual aids.
• Activities: Model creating equations from word problems; engage Fiona in guided practice; incorporate assistive tech for writing and speech to support expression.
• Assessment: Summative assessment through a completed worksheet where Fiona writes and solves her own problems.
• ELPS Integration: Focus on writing complete sentences explaining her reasoning, supporting literacy development.

The unit employs assistive technology such as speech-to-text software to accommodate Fiona’s reading challenges and visual supports for comprehension. Continuous formative assessments monitor her grasp of concepts, culminating in a summative performance task that demonstrates mastery and generalization. The lessons align with state standards in mathematics and ELA, fostering integrated skill development.

Part 3: Parental Involvement and Home Activity

Engaging Fiona’s parents is crucial for reinforcing her learning at home. I plan to involve them through regular communication about her progress, sharing strategies used in class, and providing resources for practice. An effective at-home activity involves parents working with Fiona on simplifying and solving algebraic expressions using everyday objects and scenarios—such as grocery shopping or household chores—to contextualize math. For example, parents can help Fiona write and solve equations related to her chores (“If I do 3 chores per day for 4 days, how many chores did I do in total?”). This activity makes algebra relevant and promotes confidence while enabling parents to support her educational journey actively (Epstein, 2011). Such ongoing collaboration ensures consistency and motivates Fiona by demonstrating the school's commitment to her success outside the classroom.

References

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• Kebel, M., & Russell, R. L. (2009). Using concrete-representational-abstract instruction in mathematics. Journal of Special Education Technology, 24(3), 25–33.
• Baumann, J. F., et al. (2014). Effective vocabulary instruction for students with learning disabilities. Learning Disabilities Research & Practice, 29(2), 70–78.
• McLeskey, J., et al. (2017). Inclusive education in action: Making differences ordinary. Routledge.
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• Wigfield, A., & Guthrie, J. T. (2004). Engagement and motivation in reading. In P. McGrail & E. Metz (Eds.), Literacy and motivation (pp. 15-45). Guilford Press.
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